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Print off the entire set of Grading Grids and submit the appropriate one with each assignment.

Wsgrid201directions

 

 

 

Web Critique Project (40 points)

 

The purpose of this assignment is to provide you with the opportunity to evaluate health information found on the Internet for your topic of choice, and then concisely presents your findings to the class.

 

The Internet has become a major source of health information for the general public, and not everything on the Internet is considered credible. For this assignment you will come up with:

  • Background and Statement of your topic as a Public Health Problem – 4 Web sites
  • Research reported about your topic – 4 Web sites
  • Statistics for your topic – 4 Web sites
  • Consumer information about your topic – 4 Web sites

 

Using the required Web site Evaluation Grid, you evaluate the quality of the information presented for these 16 Web sites. You will use one grid for each Web site, for a total of 16 grids. The completed grids will be useful in completing your summary paper.

 

You will submit these 16 completed grids as an appendix for your 5-page summary paper, along with the Web Critique Project Grading Grid.

 

The Web site Evaluation Grid

You can obtain a copy of the required Web site Evaluation Grid at:

http://www.bettycjung.net/Pch201wsgrid.htm

 

Betty C. Jung's Public Health Web site Evaluation Grid

NAME:  Write in your name for each grid you complete (16 in all)

TYPE OF INFORMATION BEING SOUGHT:  Circle one section for the Web site you are evaluating (4 for each section)

Background (Healthy People 2010, etc.)

Research

Statistics

Consumer Information

 

NAME OF WEB SITE (& URL) BEING EVALUATED:

 Write name and Web address for the site you are evaluating

CRITERIA (Blue Headings); ELEMENTS (Below Blue Headings)

 SCORE

Think “absent or present” - Check if present

In the score column, check if that criteria was met, leave empty if not

Purpose

 

 Who's the audience? Jot down who you think the site is for. If you don’t know

Leave the Score column empty

 

 Why was the site created? Write down the reason, if you can’t find the reason, leave Score column empty

 

 When was the site put up? Write down the date it was published online, if no data, leave Score column empty

 

Source/Authority

 

 Who put up the site? (Sponsor) Who does this site belong to? If it doesn’t say, leave Score column empty

 

URL extension (e.g., gov, edu, org) The address must have one of these extensions.

 

What perspective does the site represent? Who is it representing? If you can’t tell, leave Score column empty

 

Credentials page What authority is behind the Web site? If you can’t tell or if there is no such page, leave Score column empty

 

E-mail link for questions/comments If there is no way to contact someone, leave Score column empty

 

Information copyrighted? If there is no copyright notice, leave Score column empty

 

Content 

 

Information accurate, current and unbiased when checked against sources? Does it provide links or lists sources for the information or data? If not, leave Score column empty

 

Information primary or secondary? Primary is the main source of the information provided. Secondary is referencing another source for its information. If you can tell, leave Score column empty

 

Topic comprehensively covered? If not, leave Score column empty

 

Reliability of Information

 

Links or references verify statements made on the site Are there links or references for additional information? If none, leave Score column empty

 

 Currency - Date of Publication Is there a date of publication? If not, leave Score column empty

 

 Currency - Update information Is there a date of when the page was last updated? If not, leave Score column empty

 

 Links Relevant/Appropriate Are they? If not, leave Score column empty

 

Design/technical aspects; Style/functionality 

 

 Logical organization Does it make sense how the site is set up? If not, leave Score column empty

 

Well-organized subsections If not, leave Score column empty

 

All links work If not, leave Score column empty

 

Useful headings/subheadings If not, leave Score empty

 

 Clear labeling If not, leave Score column empty

 

 Consistent design throughout If not, leave Score column empty

 

Interface 

 

 Graphics serve a purpose If not, leave Score column empty

 

 Fast loading If not, leave Score column empty

 

Text follows basic rules of grammar, spelling, and composition If not, leave Score column empty

 

Technical Quality 

 

 Site useful and friendly? If not, leave Score column empty

 

 Site easy to navigate, internal indexing links If not, leave Score column empty

 

 Site Map; Site Index If it doesn’t have least one, leave Score column empty

 

 Site search capability If no site search engine, leave Score column empty

 

 Has the site won awards or recognition? If none, leave Score column empty

 

GRAND TOTAL      (add up all the checks)                                               (30)

 

 

 

 

Summary Paper should include:

 

Introduction

 

  • A brief paragraph about your topic and why you chose that particular topic.

 

Section 1: Background and Problem Statement

 

  • At least one Web site must be Healthy People 2010. If you cannot find your topic, then you must find a federal government Web site addressing your topic

 

  • For each of the 4 Web sites
    • List the name of the Web site
    • Address of the Web site
    • A paragraph of what the site included and whether you consider it a good source of information

 

 

Section 2: Research

 

  • For each of the 4 Web site or complete research article (no abstracts)

o       List the name of the Web site

o       Address of the Web site

o       A paragraph of what the findings of the research were

 

Section 3: Statistics

  • All Web sites must be either gov, edu or org
  • For each of the 4 Web sites
    • List the name of the Web site
    • Address of the Web site
    • A paragraph of the statistics presented and if you understood the data being presented

 

Section 4: Consumer Information

  • All Web sites must be either gov, edu or org
  • For each of the 4 Web sites
    • List the name of the Web site

o       Address of the Web site

    • A paragraph about whether a person who knew nothing about the topic can get a good understanding of the health problem.

 

Conclusions

Review the Web site evaluation grids you completed for each section, then

 

  • Section 1: Background and Statement
    • A paragraph about what you thought was
      • The best Web site and why
      • The worst Web site and why
  • Section 2: Research
    • A paragraph of something new learned from the 4 Web sites/articles you evaluated
  • Section 3: Statistics
    • A paragraph about something new you learned from the 4 Web sites you evaluated
  • Section 4: Consumer Information
    • A paragraph about what you thought was
      • The best Web site and why
      • The worst Web site and why

 

 

In summary, your Web Critique Summary Paper should be no shorter than 6 pages, and include:

 

Introduction (~1/2 page)

Background and Problem Statement (~ 1 page)

Research (~ 1 page)

Statistics (~ 1 page)

Consumer Information  (~ 1 page)

Conclusions (~1 1/2 page)

 

As a footer, "Prepared by "your name," for PCH 201-13, Fall Year"

 

 

 

 

 

Web Critique Presentation (10 points)

 

One of the greatest pleasures about learning something new is to be able to share with others what we have learned. You will have the opportunity to share your findings with the class. This will be done with a 5 - 10 minute presentation of your topic, and the distribution of a one-page handout summarizing the best Web sites for

o       Background/Problem Statement

o       Research

o       Statistics

o       Consumer Information

 

Have enough copies for all your classmates (40).

 

So, keep the following in mind:

.

On the day of your presentation (see syllabus for the date), you will be providing all your classmates and me with a copy of your one-page summary.

 

Include in footer, "Prepared by "your name," for PCH 201-13, Spring, Year

 

Additionally, you will provide me with a hard copy AND an electronic copy of the Web site Critique Summary Paper and class handout on an electronic media (floppy disk, CD-ROM, flash drive), not the Appendix.

 

Make sure you have your name on the electronic media, if you want it back. I may post the class handout online, after editing and PDF conversion, which will preserve your formatting.

I must be able to access the electronic media. If I cannot, you will lose points.

 

The fact sheet and class handout must be created using any Microsoft Office product (Word, Powerpoint, Excel). If you use Word, it must be in Word 2000 or 2003, NOT Word 2007. If you use Word 2007, save the document in an earlier version. This also goes for Powerpoint and Excel files. It must be IBM-compatible. No MAC files, MSWorks or Wordperfect files.

 

Healthy People Pointers

Film Review Assignments (20 Points)

Films... cinema ... movies ... motion pictures ... is an art form meant to expand our experiences through the visual depiction of the experiences of others. Films are usually creative endeavors (though not always so) of directors and producers who seek to tell a story about Life's more important issues. Good films make for good conversation. Excellent films make for interesting discussion. Great films develop a life of their own with each additional viewing.

How does this relate to Wellness? Simply put, we no longer learn about Wellness just from textbooks and school. As we get older, we realize that we learn from everything we come into contact with. The disappearing fine line between what's "news" and "entertainment" and the growing acceptance of mockumentaries mean we must learn to critically evaluate what we view and judge the value of what we see and hear on the basis of their credibility rather than how artfully they touch us emotionally.

In December 2004, the Centers for Disease Control and Prevention published a Web page entitled, What We Learn About Smallpox from Movies - Fact or Fiction . And, in the January 24, 2005 issue of American Medical News, "Hollywood just doesn't make movie doctors like they used to" reports on the interesting research Dr. Glenn Flores is conducting with his reviews of movies that are increasingly depicting physicians in a negative light (Vol 48, #3, pp. 11, 13). Of course, nursing is yet to recover from "One Flew Over the Cuckoo's Nest"....

On February 21 2007, WebMD published Movie Therapy: Using Movies for Mental Health, Therapists recommend movies to help change the way we think and feel. , which talks about mental health benefits from viewing films as a method to deal with problems we face.

The films chosen for review and class discussion deal with relevant issues of Wellness. Critiquing the films will provide opportunities to reflect upon the effects of these issues on our daily lives, and how these issues are presented for public consumption and their potential influence on health policy. Most important is to keep an open mind as to why you reacted the way you did to a particular scene, situation or character, and to then discuss these feelings in a respectful classroom environment.

Each student will choose a film to critique from the Assignments Page . Each written review must be submitted on the due date, at the beginning of class. Each review can earn the maximum 20 course points, provided it comprehensively covers all the required content areas, be no less than 4 pages, double-spaced word-processed/typed. Clarity of thought, coherence in organization, grammar, punctuation and spelling count. Make sure you include:

  1. A brief synopsis of the film - what was the film about?
  2. What Wellness topic(s) and/or issue(s) did the film depict, and how accurate was the depiction? If it was not accurate, how was it inaccurate?
  3. Who was the most sympathetic character in the film, and why?
  4. Who was the most unsympathetic character in the film, and why?
  5. What lessons of Wellness, Life and Health did you learn from the film?
  6. Was the film worth seeing? Yes or No
  7. On a scale of 1 - 10 (1 = awful; 10 = awesome), what was your rating of the film?

Choose a film you have not seen before and wouldn't ordinarily choose to watch, if it weren't for this assignment. Expand your horizons!! Class participation is expected.

One Week Health Behavior Diary (20 Points)

"Another recent study, at the University of Missouri, compared college students who made intentional changes (joining a club, upgrading their study habits) with others who passively experienced positive turns in their circumstances (receiving a scholarship, being relieved of a bad roommate). All the students were happier in the short term, but only the group who made deliberate changes stayed that way."
Five Things Happy People Do
http://www.webmd.com/balance/features/five-things-happy-people-do?page=2

The purpose of this assignment is to provide you with the opportunity to document your attempt to change a health behavior for one week. This is similar to keeping a food diary to help you become more aware of how much you are eating, and what is causing you to eat what you eat.

First, write a statement of your intent and why you chose this particular behavior. Briefly describe what you hope to achieve by the end of the week.

Pick any behavior that you feel is unhealthful (i.e., smoking, alcohol consumption, junk food, etc.) and stop that behavior for one week, starting on Sunday, and then ending on Saturday. Keep a written (word-processed) diary for the week. On a daily basis (at the end of each day), log in your thoughts, feelings and actions and any barriers you can identify surrounding the health behavior you are trying to stop. For example, if you decide to give up smoking, did you make it through the day without thinking of smoking? Were there triggers that made you want to smoke (a friend lighting up)?

Each diary can earn the maximum 20 course points, provided it comprehensively covers all the required content areas, be no less than 4 pages, double-spaced word-processed/typed. Clarity of thought, coherence in organization, grammar, punctuation and spelling count. Make sure you include:

  1. Statement of Intent. Why this particular behavior?
  2. Daily log of your thoughts and actions during the week. (i.e., October 1, October 2, October 3, etc.)
  3. Summarize the week by reflecting on the value of changing this particular behavior, and your feelings about how successful (or unsuccessful) you were, what barriers you encountered, etc. What did you learn from this experience? Was it hard? Could you make it a permanent change? If not, what would you do differently?

My Family Health Portrait Project (10 Points)

The purpose of this assignment is to provide you with the opportunity to create a permanent electronic health record that you can update throughout your whole life. Knowing your family health history will help you to determine what you need to do to stay healthy.

You may create this health record for yourself, or for a parent or older relative. It will provide you with the opportunity to learn more about your family's health history, which may impact your health.

If you are creating the record for yourself, the information you will need to gather are the health problems of your grandparents, parents and siblings, and the age of when each person developed the health problem. If you decide to create an electronic record, say, for your mother, then you will need to gather health information about HER grandparents, HER parents and HER siblings.

Once you have all this information, go to familyhistory.hhs.gov

When using this Web-based version, you must be connected to the Internet to enter data on its Web site. You may want to first enter some basic information and save the file to your computer. Then try and retrieve it from your computer (while on the Internet), and then enter the rest of the information that you have gathered about your relatives.

Once you have done this, you will be able to print a family tree chart and a health history chart. Submit the printouts for these two charts (with the appropriate grading grid) for this assignment. Note on the grading grid for whom these charts are for.

Finally, spelling counts. The following is not acceptable:
Olny srmat poelpe can raed tihs. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! (Thanks, Rose)

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Published on the Web: December 20, 2003
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